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Academic Support Staff job in Baltimore at NATIONAL CENTER ON INSTITUTIONS AND

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Academic Support Staff at NATIONAL CENTER ON INSTITUTIONS AND

Academic Support Staff

NATIONAL CENTER ON INSTITUTIONS AND Baltimore, MD (On Site) Full-Time

Job Details

Job Location
National Center on Institutions and Alternatives Inc - Baltimore, MD

Position Type
Full Time

Education Level
High School/GED

Travel Percentage
Negligible

Job Shift
Day

Job Category
Education

NATIONAL CENTER ON INSTITUTIONS AND ALTERNATIVES
JOB DESCRIPTION
for
ACADEMIC SUPPORT STAFF

JOB TITLE: Academic Support Staff
DEPARTMENT: Youth In Transition (YIT) School
REPORTS TO: Program Support Coordinator
FLSA STATUS: Non-exempt

GENERAL PURPOSE OF THE JOB: The Academic Support Staff fulfills one of two roles: (1) works directly under the supervision of the classroom teacher to help implement the instructional program. The duties and responsibilities of the Academic Support Staff include carrying out teacher-planned activities with students, assisting with classroom and outdoor supervision, and clerical work; or (2) provides supervision to assigned student(s) at all times, seeking coverage when needed, and recording data as required into the data tracking form.

GENERAL DUTIES AND RESPONSIBILITIES:
1. Works with assigned student(s) and small groups of students in teacher planned instructional activities.
2. Collects and records instructional and behavioral data as requested by the teacher. Assists the teacher in maintaining the classroom management program and handling routine discipline.
3. Monitors students in time-out and the lunchroom.
4. Supervises students moving throughout the building in-between classes and transition times.
5. Arrives to work on time (7:45am to 2:45pm).
6. Reports to assigned classroom and awaits student arrival. While waiting for student arrival, assist in daily classroom preparation (make copies, prepare point sheets, etc.).
7. Assists the classroom teacher with daily lesson, score, check, and record grades. All staff should be actively engaged in lessons.
8. Alerts teacher to any problem or special information about an individual student.
9. Exhibits ability and willingness to utilize approved/behavior management techniques, including physical intervention when required.
10. Meets with teacher in assigned classroom to discuss events of the day after all students have left for the school day.
11. Performs other duties necessary as assigned/requested by teacher/administration to enhance the environment of our school.

SPECIFIC DUTIES AND RESPONSIBILITIES:
1. Meets and greets assigned student at the entrance door in the mornings.
2. Escorts student to cafeteria for breakfast and sits next to or be within six feet of the student.
3. Sits next to the student in the classroom and assists the student with his/her class work as needed.
4. Escorts student to their destinations (bathroom, change of class, field trips, etc.).
5. Records and documents the students maladaptive behaviors.
6. Monitors students weekly point sheet and is directly involved in the development and implementation of the students behavior management plans.
7. Plans age-appropriate activities for the student that will assist him/her with de-escalating (e.g., walk around building, listening to music, time out).
8. Never accompanies student off school grounds without permission from an administrative staff.
9. Maintains an awareness of the students behavior and habits and the triggers that contribute to distributive responses.
10. Escorts student to his/her transportation at dismissal time.

SUPERVISORY RESPONSIBILITIES: None.

EDUCATION AND/OR EXPERIENCE:

  • Four-year degree from an accredited college a plus. Experience may be substituted for degree.
  • At least two years experience working in a school setting with students with special needs.
LANGUAGE SKILLS:
  • Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.
  • Ability to write routine reports and correspondence.
  • Ability to speak effectively before groups of customers or employees of organization.
MATHEMATICAL SKILLS:
  • Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.
  • Ability to compute rate, ratio, and percent and to draw and interpret bar graphs, percentages, ratios, and proportions to practical situations.
REASONING ABILITY:
  • Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.
  • Ability to deal with problems involving several concrete variables in standardized situations.
OTHER SKILLS AND ABILITIES:
  • Demonstrates ethical behavior and confidentiality of information about students and school environment and community.
  • Maintain a safe work environment for students and other staff.
  • Maintains professional demeanor including language, behavior and attire.
  • Exhibits dependability arriving to work on time, keeping to schedule, and following proper procedure for work absences.
PHYSICAL DEMANDS:
  • Frequent walking, standing, climbing stairs.
  • Occasional activities that require pushing, pulling, lifting up to 15-20 pounds.
  • Bend, flex, stretch and move body rapidly in order to perform physical restraints according to the techniques taught in Therapeutic Crisis Intervention training. May require physical strength to maintain physical restraints for a period of five minutes.
WORK ENVIRONMENT:
  • Primarily indoors in a classroom setting.
  • Moderate noise levels as would be found inside a classroom or school hallway.

Recommended Skills

  • Confidentiality
  • Crisis Intervention
  • Ethics
  • Maintenance
  • Mathematics
  • Safety Principles
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